Ontological transparency, (in)visibility, and hidden curricula: Critical pedagogy and contentious edtech

Michael Gallagher, Markus Breines, Myles Blaney

Research output: Contribution to journalArticlepeer-review

Abstract

The steady migration of higher education online has accelerated in the wake of Covid-19. The implications of this migration on critical praxis- the theory-in-practice of pedagogy-deserves further scrutiny. This paper explores how teacher and student-led educational technology research and development can help rethink online critical praxis. The paper is based on a recent research project at the University of Edinburgh that speculatively explored the potential for automation in teaching, which generated insights into current and future pedagogical practice among both teachers and students. From this project emerged a series of pedagogical positions that were centred around visions of the future of teaching in response to automation: the pedagogical potential of visibility and invisibility online, transparency, and interrogating the hidden curricula of both higher education and educational technology itself. Through the surfacing of these pedagogical positions, this paper explores how critical pedagogy can be built into the broader teacher function and begins to identify the institutional structures that could potentially impede or accelerate that process.
Original languageEnglish
Number of pages17
JournalPostdigital Science and Education
DOIs
Publication statusPublished - 29 Oct 2020

Keywords

  • digital education
  • critical pedagogy
  • praxis
  • automation
  • Higher Education

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